@
Instructor’s Resource Manual and Test Bank
Ap
for
Creating Literacy Instruction for All Students
lu
Tenth Edition
ss
Thomas G. Gunning,
Professor Emeritus, Southern Connecticut State University
tu
vi
a
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
@Aplusstuvia
, Chapter 1: The Nature of Literacy
Chapter 1
The Nature of Literacy
Learner Objectives
As a result of reading this chapter, students will learn and be able to:
• Contrast the major theories of literacy learning and language development.
• Discuss the current status of literacy and major literacy initiatives.
• Explain the role of language and of students’ cultures on literacy learning.
@
• Explain the basic principles of teaching reading.
• Discuss the qualities of highly effective teachers.
Chapter Overview
Ap
Chapter 1 provides both a practical and a theoretical orientation to the text. It explores the nature of
reading, major theories of literacy learning and language development, the role of culture, language, and
the new literacies. It also notes ten principles for teaching literacy but emphasizes the importance of
effective teachers. Also discussed are Common Core and other state standards, evidence-based literacy
instruction, the Every Student Succeeds Act and the implications of these developments for literacy
instruction.
lu
Before Reading
Brainstorm the concept of reading and create a semantic map showing students’ ideas. Encourage
ss
students to explain their views of the reading process. Also discuss the major components of reading.
Encourage students to complete the Anticipation Guide and to read Using What You Know in the
beginning of the chapter. Suggest that they also survey the chapter to orient themselves to the material.
During Reading
tu
Encourage students to use SQ3R or another study strategy as they read and to use the glossary. Explain to
students that technical terms are boldfaced in running text and are defined in the digital glossary at point
of use and in the print version at the end of the chapter. The notes in the margins contain additional
vi
information about concepts covered in running text and provide names of websites that might provide
additional information about topics covered in the chapter. Students using the digital version of the text
should be encouraged to make use of the Enhanced eText features, especially the videos and Self-Checks.
a
After Reading
Students might keep a learning log of their text reading and note their reactions to key points, especially
concepts that are confusing or issues that are controversial (e.g., top-down versus bottom-up theories of
reading, the role of the new literacies, misinterpretation of NAEP scores). These reactions could be
discussed at the beginning of each class. Encourage students to complete the Resource Master, which is a
frame that consists of summarizing the basic principles of teaching reading. If not used for assessment,
1
@Aplusstuvia
,Instructor’s Manual with Resource Masters for Creating Literacy Instruction for All Students, 10th Edition
the test questions in the Test Bank can be used for review.
Teaching Activities
1. Demonstrate for the class a top-down, interactive, and bottom-up word recognition lesson and discuss
commonalties and differences.
2. Encourage students to gather in small groups and discuss their beliefs about reading and writing
instruction. If this is the first time they have met in small groups, you may want to have set up ground
rules for working in groups and assign a role to each or have them decide upon roles. Emphasize that
the purpose of the assignment is to have each student think about and clarify her or his beliefs and not
@
to persuade others of the rightness of one’s philosophy. Later, discuss the class’s beliefs. Note
commonalties and differences.
3. All states are required to establish and assess a literacy standards that will prepare students to be
college and career ready. Encourage students to find out what the literacy standards for the state in
which they plan to teach are and also the state’s plan for assessing students’ literacy development.
Ap
They might access information about their state’s standards and assessment plan by visiting their
state’s department of education. They can access Common Core State Standards at
www.corestandards.org.
4. Have students read the following document to learn about standards for reading professionals:
International Literacy Association (2018a). Standards for the preparation of literacy professionals
2017 (Standards 2017). Newark, DE: Author. Information about the standards is available online at
lu
<https://literacyworldwide.org/get-resources/standards/standards-2017>
Assessment
ss
Performance Assessment
1. Ask students to construct a statement or hold small group discussions in which they highlight
their approach to teaching literacy. Also ask students to list teaching activities that would fit in
with their philosophies. Assess the written statements or discussions in terms of depth of thought,
tu
completeness, clarity, and the degree to which suggested activities fit in with the students’
approaches.
2. Have students observe a class that reflects an interactive approach to literacy instruction. Assess
students’ written or oral reactions to the class.
vi
Traditional Assessment
(See items in Test Bank.)
a
2
@Aplusstuvia
, Chapter 2: Teaching All Students
Chapter 2
Teaching All Students
Learner Objectives
As a result of reading this chapter, students will learn and be able to:
• Understand how student composition in today’s classrooms has changed and how these diverse
populations impact how teachers teach and reach all students.
• Develop a literacy program based on the needs and characteristics of diverse student populations.
@
• Adapt instruction to foster the literacy needs of English learners.
• Understand the effectiveness of the Response to Intervention and MTSS approaches in ensuring
progress for all students.
• Accommodate diverse languages, dialects, cultures, and literary heritages.
Ap
Chapter Overview
Chapter 2 explores teaching literacy skills to learners from diverse populations. Emphasis is on providing
for youngsters who are still acquiring English as well as students who have special needs: economically
disadvantaged youths, youngsters from diverse cultural backgrounds, students who have learning
disabilities, and students, in general, who struggle with reading and writing and students who are gifted.
lu
Emphasis in this chapter (as in other chapters) is on preparing all students to be college and career ready.
Before Reading
ss
Brainstorm the concept of diversity. Discuss the various examples that the class notes. Ask students to tell
of any experiences they may have had with students from diverse cultures and students who had difficulty
learning. Talk over what these needs were and what attempts were made to meet them in reading and
writing instruction. Encourage students to complete the anticipation guide and to read Using What You
Know before beginning to read. Suggest that they also survey the chapter to orient themselves to the
tu
material.
During Reading
vi
Point out that the needs of diverse groups of students, many of whom experience difficulty with reading
and writing, will be covered in this chapter. Encourage students to use SQ3R or another study strategy as
they read and to make use of the explanatory notes contained in the margins and the definitions of key
terms presented in the digital glossary at point of use or print glossary at the end of the chapter. Students
a
using the digital version of the text should be encouraged to make use of the Enhanced eText features.
After Reading
Discuss with students questions that they have about the chapter or issues that struck them as
controversial (labeling of students, inclusion of students with serious learning problems in the regular
classroom, the best way to teach English learners, implementing Response to Intervention or MTSS,
3
@Aplusstuvia
Instructor’s Resource Manual and Test Bank
Ap
for
Creating Literacy Instruction for All Students
lu
Tenth Edition
ss
Thomas G. Gunning,
Professor Emeritus, Southern Connecticut State University
tu
vi
a
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
@Aplusstuvia
, Chapter 1: The Nature of Literacy
Chapter 1
The Nature of Literacy
Learner Objectives
As a result of reading this chapter, students will learn and be able to:
• Contrast the major theories of literacy learning and language development.
• Discuss the current status of literacy and major literacy initiatives.
• Explain the role of language and of students’ cultures on literacy learning.
@
• Explain the basic principles of teaching reading.
• Discuss the qualities of highly effective teachers.
Chapter Overview
Ap
Chapter 1 provides both a practical and a theoretical orientation to the text. It explores the nature of
reading, major theories of literacy learning and language development, the role of culture, language, and
the new literacies. It also notes ten principles for teaching literacy but emphasizes the importance of
effective teachers. Also discussed are Common Core and other state standards, evidence-based literacy
instruction, the Every Student Succeeds Act and the implications of these developments for literacy
instruction.
lu
Before Reading
Brainstorm the concept of reading and create a semantic map showing students’ ideas. Encourage
ss
students to explain their views of the reading process. Also discuss the major components of reading.
Encourage students to complete the Anticipation Guide and to read Using What You Know in the
beginning of the chapter. Suggest that they also survey the chapter to orient themselves to the material.
During Reading
tu
Encourage students to use SQ3R or another study strategy as they read and to use the glossary. Explain to
students that technical terms are boldfaced in running text and are defined in the digital glossary at point
of use and in the print version at the end of the chapter. The notes in the margins contain additional
vi
information about concepts covered in running text and provide names of websites that might provide
additional information about topics covered in the chapter. Students using the digital version of the text
should be encouraged to make use of the Enhanced eText features, especially the videos and Self-Checks.
a
After Reading
Students might keep a learning log of their text reading and note their reactions to key points, especially
concepts that are confusing or issues that are controversial (e.g., top-down versus bottom-up theories of
reading, the role of the new literacies, misinterpretation of NAEP scores). These reactions could be
discussed at the beginning of each class. Encourage students to complete the Resource Master, which is a
frame that consists of summarizing the basic principles of teaching reading. If not used for assessment,
1
@Aplusstuvia
,Instructor’s Manual with Resource Masters for Creating Literacy Instruction for All Students, 10th Edition
the test questions in the Test Bank can be used for review.
Teaching Activities
1. Demonstrate for the class a top-down, interactive, and bottom-up word recognition lesson and discuss
commonalties and differences.
2. Encourage students to gather in small groups and discuss their beliefs about reading and writing
instruction. If this is the first time they have met in small groups, you may want to have set up ground
rules for working in groups and assign a role to each or have them decide upon roles. Emphasize that
the purpose of the assignment is to have each student think about and clarify her or his beliefs and not
@
to persuade others of the rightness of one’s philosophy. Later, discuss the class’s beliefs. Note
commonalties and differences.
3. All states are required to establish and assess a literacy standards that will prepare students to be
college and career ready. Encourage students to find out what the literacy standards for the state in
which they plan to teach are and also the state’s plan for assessing students’ literacy development.
Ap
They might access information about their state’s standards and assessment plan by visiting their
state’s department of education. They can access Common Core State Standards at
www.corestandards.org.
4. Have students read the following document to learn about standards for reading professionals:
International Literacy Association (2018a). Standards for the preparation of literacy professionals
2017 (Standards 2017). Newark, DE: Author. Information about the standards is available online at
lu
<https://literacyworldwide.org/get-resources/standards/standards-2017>
Assessment
ss
Performance Assessment
1. Ask students to construct a statement or hold small group discussions in which they highlight
their approach to teaching literacy. Also ask students to list teaching activities that would fit in
with their philosophies. Assess the written statements or discussions in terms of depth of thought,
tu
completeness, clarity, and the degree to which suggested activities fit in with the students’
approaches.
2. Have students observe a class that reflects an interactive approach to literacy instruction. Assess
students’ written or oral reactions to the class.
vi
Traditional Assessment
(See items in Test Bank.)
a
2
@Aplusstuvia
, Chapter 2: Teaching All Students
Chapter 2
Teaching All Students
Learner Objectives
As a result of reading this chapter, students will learn and be able to:
• Understand how student composition in today’s classrooms has changed and how these diverse
populations impact how teachers teach and reach all students.
• Develop a literacy program based on the needs and characteristics of diverse student populations.
@
• Adapt instruction to foster the literacy needs of English learners.
• Understand the effectiveness of the Response to Intervention and MTSS approaches in ensuring
progress for all students.
• Accommodate diverse languages, dialects, cultures, and literary heritages.
Ap
Chapter Overview
Chapter 2 explores teaching literacy skills to learners from diverse populations. Emphasis is on providing
for youngsters who are still acquiring English as well as students who have special needs: economically
disadvantaged youths, youngsters from diverse cultural backgrounds, students who have learning
disabilities, and students, in general, who struggle with reading and writing and students who are gifted.
lu
Emphasis in this chapter (as in other chapters) is on preparing all students to be college and career ready.
Before Reading
ss
Brainstorm the concept of diversity. Discuss the various examples that the class notes. Ask students to tell
of any experiences they may have had with students from diverse cultures and students who had difficulty
learning. Talk over what these needs were and what attempts were made to meet them in reading and
writing instruction. Encourage students to complete the anticipation guide and to read Using What You
Know before beginning to read. Suggest that they also survey the chapter to orient themselves to the
tu
material.
During Reading
vi
Point out that the needs of diverse groups of students, many of whom experience difficulty with reading
and writing, will be covered in this chapter. Encourage students to use SQ3R or another study strategy as
they read and to make use of the explanatory notes contained in the margins and the definitions of key
terms presented in the digital glossary at point of use or print glossary at the end of the chapter. Students
a
using the digital version of the text should be encouraged to make use of the Enhanced eText features.
After Reading
Discuss with students questions that they have about the chapter or issues that struck them as
controversial (labeling of students, inclusion of students with serious learning problems in the regular
classroom, the best way to teach English learners, implementing Response to Intervention or MTSS,
3
@Aplusstuvia
